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Jace Hargis Formative Assessment

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Jace HargisBegins with educational values.
Effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance.
When programs it seeks to improve have clear purposes.
Requires attention to outcomes but also to experiences that lead to those outcomes.
Best when it is ongoing not episodic.
Fosters wider improvement when representatives from across the ed community involved.
Makes a difference when it begins with issues of use and illuminates questions that people care about.
Most likely to lead to improvement when it is part of a larger set of conditions that promote change.
Educators meet responsibilities to students and to the public

Published in: Education
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Jace Hargis Formative Assessment

  1. 1. Jace Hargis, PhD Course Design: Assessment Strategies
  2. 2. Good Practice for Assessment (Am Association of Higher Ed) 1. Begins with educational values. 2. Effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance. 3. When programs it seeks to improve have clear purposes. 4. Requires attention to outcomes but also to experiences that lead to those outcomes. 5. Best when it is ongoing not episodic. 6. Fosters wider improvement when representatives from across the ed community involved. 7. Makes a difference when it begins with issues of use and illuminates questions that people care about.
  3. 3. Nomenclature Assessment:Vehicle for gathering information about students’ achievement or behavior. Measurement: Assignment of marks based on an explicit set of rules/criteria. Evaluation: Process of making judgments about the level of students‘ understanding or performance.
  4. 4. Formative Assessment Part of instructional process; provides information to adjust teaching and learning while they are happening. Informs teachers and students about at a point when timely adjustments can be made. Challenges are how and when to provide and ultimately determining if and when adjustments are needed.
  5. 5. Course Design Summary Learning Theories TGI and Ed Philosophy Alignment of Goals and SLOs Assessment Matricies Lesson Plan Matrix (Teaching Models)
  6. 6. Course Design: Assessment Matrix Write down all the assessments you plan to use in your course (exam, paper, practical, project, etc). A sample for us to examine: #1- #2- ...
  7. 7. Cross Reference Place one-word reminders of the assessments into the left shaded boxes. Top row represent SLOs you developed earlier; place one- word reminders of each SLO into these boxes                 1-                 2-                 ...                                
  8. 8. Meeting Objectives Matrix Break down your course into sections that seem like natural divisions. Place 1-word reminders of these into the left side of the box. Top row is the SLOs you developed earlier; place one-word reminders. Place checkmarks in white boxes whenever a section of your course meets one of the SLOs. Judge whether all the objectives are being met equally. Are there some sections of the course which are not doing much to meet objectives? If so, do they still belong?
  9. 9. Lesson Plan Matrix List instances of next class meetings – dates and major topics covered: #1 – EXAMPLE: Interactive Teaching Techniques Place one-word reminders of these meetings into the shaded boxes along the left side below. Top row represent the SLOs you developed earlier; place one-word reminders of each SLO into these boxes. Example SLO: “Propose effective instruction through intentional, appropriate integration of additional empirically-based active teaching strategies, considered a success when deployed and assessed in the classroom.”
  10. 10. Lesson Plan Alignment   Empirical         1. Active X         2           3           4           5          
  11. 11. Blooms Taxonomy  Knowledge(facts): Who, What, Why, When, Where, How  Comprehension (translate, interpret):  In your own words; What does this mean; Give an example; Classify  Application (to new situations):  Predict, Choose, Select, Explain, Identify, Tell  Analysis (break down into parts):Distinguish, What assumptions; What conclusions, Make a distinction  Synthesis (combine elements into a pattern): Create, How would you test; Propose an alternative; Solve; Plan; Design; Compose; Formulate a theory  Evaluation (according to criteria): Appraise, Judge, Criticize,
  12. 12. Sample Rubric CATEGORY 4 3 2 1 Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic. Sources All sources (information and graphics) are accurately documented in the desired format. All sources (information and graphics) are accurately documented, but a few are not in the desired format. All sources (information and graphics) are accurately documented, but many are not in the desired format. Some sources are not accurately documented. Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors Online Rubric Tool: http://rubistar.4teachers.org
  13. 13. Jace Hargis, PhD Thank You

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